Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Updates - where are we
Time to finish up sunspot graph assignment
Review sunspot graph assignment and solar structure worksheet
observe photos of solar atmospheric layers during eclipses
examine current solar cycle data and compare to predictions from sunspot cycle graph assignment
Homework:
Chapter 17 HW due Thursday!
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4/10-13/17 (Monday-Thursday)
*Mr. Wallace sails away - Mr. Cherrybon in Monday & Tuesday to introduce and teach Sun material
notes on solar structure
solar structure worksheet
Discussion of sunspot cycle and Earth's climate
Sunspot cycle graph assignment
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4/7/17 (Friday) B
DQs:
Assessment
Agenda:
Chapters 3-6 Exam
Homework:
Chapter 16 Online HW due Thursday 4/13/17
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4/5-6/17 (Wednesday-Thursday) I/E-A
DQs:
Review chapters 3-6
Agenda:
Betting review game chapters 3-6 clicker questions
Kahoot review games
Homework:
Quiz on chapters 3-6 Friday!
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4/3-4/17 (Monday-Tuesday) B-A
DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Correctly sequence the solar system formation event from the choices below
Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
Voyager documentary - see 3/30/17 agenda below
Homework:
Chapter 6 HW due Tuesday by midnight
3/31/17 (Friday) A
DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Finish SS inquiry diagrams & execute "gallery walk"
Solar System formation video "Asteroid Benu" see video in previous agendas below
Homework:
Chapter 6 HW due Tuesday by midnight
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3/30/17 (Thursday) B
DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Class read chapter openers for chapters 7-14 (captions for chapter photo only) model dissection of text and picture along with chapter preview
Preview planetary science chapters in Astronomy Today Textbook
Model previewing techniques
Examine chapter opening picture and read caption
Thumb through chapter highlighting a few key photos/captions/tables/graphs
Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
Class read 132-133 (chapter 6 opener)
SS Formation Video:
Read pgs. 146-147 as a class and consider the evolution of SS exploration
Voyager Documentary:
Homework:
Chapter 6 Reading and HW due Sunday 4/2 by midnight
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3/29/17 (Wednesday) I/E
DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Inquiry Activity:
Telescopes!
Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
Class read 132-133 (chapter 6 opener)
SS Formation Video:
Read pgs. 146-147 as a class and consider the evolution of SS exploration
Voyager Documentary:
Homework:
Chapter 6 Reading and HW due Sunday 4/2 by midnight
3/23-28/17 (Thursday-Tuesday) A
DQs:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
Into the unknown documentary & focus assignment:
Take notes on at least three of the unique features of the James Webb telescope and the challenges these features are designed to overcome
Development of Telescopes Documentary
Outline a general timeline of the evolution of celestial observation
Differentiate between the various types of telescopes regarding form and function
Cite the major pioneers within the history of telescopes
Homework:
Chpt. 5 online HW due Sunday by midnight!
3/22/17 (Wednesday) IE
DQs:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
Into the unknown documentary & focus assignment:
Take notes on at least three of the unique features of the James Webb telescope and the challenges these features are designed to overcome
Homework:
Chpt. 5 online HW due Sunday by midnight!
3/21/17 (Tuesday) A
DQs:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
Finish reviewing classwork packet
Telescopes - Introduction
Inquiry - what do you know about telescopes? what is there purpose? how do they work?
Read chpt. 5 intro pg. 99 as a class
Homework:
Chpt. 5 online HW due Sunday by midnight!
3/17/17 (Friday) B
DQs:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
Complete the classwork packet with your partner (packet begins with starchart exercise and ends with EM Spectrum Exercise, gravity questions in the middle) - we will review on Monday
Watch the following video:
Homework:
Finish James Webb Documentary (see above)
3/16/17 (Thursday) A
DQs:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Agenda:
Light, radiation, Waves Inquiry exercise. Consider these three words, brainstorm with a partner what you know about these words/concepts and record this information on piece of paper. Share out with the class.
Intro videos:
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2/27/17 (Monday) B
DQs:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
Homework:
Complete reading of chapter 2 and chapter 2 HW assignment by Midnight tonight
History of Astronomy Project due March 10th
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2/24/17 (Friday!) A
DQs:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
History of Astronomy PPT Quick View & profile other HOA resources
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
QFocus: "As far as we know, human understanding of the cosmos has grown from the very simplest of observations to ruminations about the nature of matter and the farthest reaches of the Universe and time - yet, it is likely that our apparently vast understanding of the Universe is still in its infancy." (Wallace 2017)
Read and thoughtfully consider the quote above, and write down any questions that come into your mind.
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Chapter 1 Exam
Homework:
Chapt. 2 Pre-lecture Assignment (on Mastering Astronomy Course Website) Due Sunday by midnight!
Chapter 2 HW Assignment (on Mastering Astronomy Course Website) Due Wednesday by midnight!
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2/15/17 (Wednesday) E
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Review using "Study Area" website resources:
Either independently or collaboratively - complete the "Self-Guided Tutorials Quiz" & the "Practice Problems"
Submit each for a grade and revise any mistakes!
*Navigate to the Pearson Mastering Astronomy Online Course Website - sign in, click the blue button labeled "Study Area" in the top right, use the links on the left to access the "Self-Guided Tutorials Quiz" & "Practice Problems"
Homework:**
Study for chapter 1 exam - especially lunar phases diagrams, Earth's orbit diagram, and other diagrams found throughout the chapter.
You may wish to take a book home to help you study.
Make sure light pollution mini-unit material is complete! (see agendas below for link to Celestial Sphere page)
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2/14/17 (Tuesday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Return celestial sphere position assignments
Constellation Practice
True/False from study area chapter 1
Other study resources
Homework:
Exam (on chapter 1) Thursday!
Have you completed the Light Pollution Mini-Unit Parts 1 & 2?
Have you created your constellation flash-cards?
If no to either of the above, see homework from Thursday 2/9 below
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2/13/17 (Monday) A
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Return celestial sphere position assignments
Constellation Practice
True/False from study area chapter 1
Homework:
Have you completed the Light Pollution Mini-Unit Parts 1 & 2?
Have you created your constellation flash-cards?
If no to either of the above, see homework from Thursday 2/9 below
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2/10/17 (Friday!) B FOLLOW PLANS FROM 2/9/17
2/9/17 (Thursday) A SNOW DAY!
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Light-year concept and look-back time investigations
Homework:
Light Pollution mini unit part 1 (short introductory videos and 9 questions) & constellation flash cards due Thursday (or Friday if no school on thursday) Part 2 of light pollution mini unit due Monday
see The Celestial Sphere Unit Page for 9 questions about light pollution & required constellations in table at bottom of page
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2/8/17 (Wednesday) E
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Quiz using star charts
Light-year concept and look-back time investigations
Homework:
Light Pollution mini unit part 1 (short introductory videos and 9 questions) & constellation flash cards due Thursday
see The Celestial Sphere Unit Page for 9 questions about light pollution & required constellations in table at bottom of page
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2/7/17 (Tuesday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Quiz using star charts
Review motion of the sky packets
Light-year concept and investigation
Homework:
Light Pollution mini unit parts 1 and 2 & constellation flash cards due Thursday
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2/6/17 (Monday) A
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Review Celestial Sphere model usage - setting dates & times
Quiz using star charts
Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
Light-year concepts
Homework:
Light Pollution mini unit parts 1 and 2 & constellation flash cards due Thursday
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2/3/17 (Friday!) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Review Celestial Sphere model usage - setting dates & times
Quiz using star charts
Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
Light Pollution Mini-unit Parts 1 & 2 - Due Wednesday 2/8/17
Constellation Flashcards Due - Wednesday 2/8/17
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2/2/17 (Thursday) A
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Review Celestial Sphere concept
Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
Homework:
no homework
2/1/17 (Wednesday) E
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Continue 1/30/17 agenda, see below.
Homework:
no homework
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1/31/17 (Tuesday) A
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Continue 1/30/17 agenda, see below.
Homework:
no homework
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1/30/17 (Monday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Review H-Twins Activity (exchange grade & then submit)
Review Scientific Notation HW & wrap up discussion of "scale" with rationale for scientific notation
Scale Calculations Activity wrksht.
Next Topic: Celestial Sphere and Motions of the Sky
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Finish H-twins activity and review (exchange grade)
Finish up discussion of scale & scientific notation - explain purpose and rationale behind scientific notation
Next topic - celestial sphere
Homework:
Finish H-twins Activity & Scientific Notation practice assignment
1/26/17 (Thursday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Review some HW issues (how to input answers online) quick review of Sci. Notation
H-Twins online resource (scale of the cosmos) activity
Sci. notation additional practice
Homework:
no homework
1/25/17 (Wednesday) E
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Scale of the Cosmos Inquiry Activity
Finish videos from 1/24 (see below)
Online resources exploration (see below)
H-Twins activity (website link in 1/24 agenda see below)
Homework:
no homework
1/24/17 (Tuesday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
Why do we explore our universe? What are the deep underlying motivations or reasons why we continue to "do" astronomy?
First Astronomical Concept: "Scale"
Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Review directions for final topic project - DUE THURSDAY 1/19 100pts
Class time devoted to final topic project work
Homework:
Final Topic Project due Thursday 1/19
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1/12/17 (Thursday) B
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Review directions for final topic project - DUE THURSDAY 1/19 100pts
Class time devoted to final topic project work
Homework:
Final Topic Project due Thursday 1/19
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1/11/17 (Wednesday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Today's weather map and weather map basics
Review chapter 1 questions 1-25 and visual analysis activity - submit work for 40pts (20 bonus points available if critical thinking questions and visual analysis included)
Time to work on chosen chapter topic
You will need to read the chapter and answer the review questions, critical thinking questions and visual analysis found at the end of the chapter
You will need to create a leaflet - a one page (folded 17x11'' so really 4 pages) document which summarizes the key understandings and diagrams from the chapter in your own words, provides examples that highlight key concepts and vocab, and looks attractive. Microsoft Publisher is a great program to use for this Leaflet Project. A leaflet is defined as a printed sheet of paper, sometimes folded, containing information or advertising and usually distributed free. Synonyms are: circular, handout, handbill, fact-sheet, bulletin. Do NOT create a brochure or tri-fold.
Standards for Info. Leaflet:
Key Concepts and Main Points from each section within the chosen chapter are highlighted - read summary of chapter several times to become familiar with the broad concepts the authors want you to know after reading the chapter. Make sure you have info that summarizes/highlights the key points from ALL SECTIONS.
Images, Images, IMAGES! 15 images is the MINIMUM! Don't make them too big or you will run out of space without effectively representing all the important concepts from the chapter. If is okay to use images from the book (with reference).
Text in YOUR OWN WORDS! Its okay to quote the textbook authors occasionally (with a reference), but most of the written information should be in your own words. Keep your text to no more than size 10 to maximize space.
Organization! Include a title for your handout prominently displayed, and subtitles pertaining to the various sections within your chapter.
One page! (17x11'' fold over style) You can create a double sided handout, but no multiple pages! (With the 17x11'' fold over style, known as a Tabloid style in Microsoft Publisher, you really get 4 pages to work with.)
Color! Make your circular attractive and appealing. The people NEED to know about your topic, so create something that is eye catching and draws the reader in. We will use the school's color laser printers to print our work. Consider boarders.
Homework:
Begin working on chosen chapter topic
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1/10/17 (Tuesday) B
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
Pick final chapter topics for study from the following list:
3. “Cow Farts & Water Blankies” Energy Balance & Temperature
4. “The High & Low of It All” Atmospheric Pressure & Wind
12. “Big Bad Wolf” Tropical Storms & Hurricanes Will
13. “And Now Over to Taylor with the Weather…” Weather Forecasting & Analysis
14. “I thought Smog Was A Dragon” Human Effects on the Atmosphere Tyler
15. “All the Climates” Earth’s Climates Sabrina
16. “Climatology Crystal Ball” Climate Changes Past and Future Kaylee
17. “Light Ribbons Show at the Miragio!” Atmospheric Optics Matthew
Homework:
Complete above classwork by Wednesday
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1/9/17 (Monday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
Homework:
Complete above classwork by Wednesday
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1/6/17 (Friday!) B
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Finish Atmospheric Intro Documentary
Time in class to work on online course homework for chapter 1
Homework:
Complete online meteorology course homework
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1/5/17 (Thursday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Pressure demos
Read pgs. 4-5 as a class
Access online material
Course Name: Wallace_Meteorology
Course ID: wallace64645
Finish atmosphere introductory documentary
Homework:
Complete UW&C Chpt. 1 reading and HW by Monday!
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1/4/17 (Wednesday) B
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Cloud observation
Online course resources
Finish introductory documentary (see below)
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1/3/17 (Tuesday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Homework:
no homework
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=
12/23/16 (Friday) B
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Homework:
Contact movie essay
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12/22/16 (Thursday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
10 min. Understanding Weather and Climate textbook exploration activity
Share out
Homework:
No HW
12/21/16 (Wednesday) B
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
Contact Essay "Think Tank" activity
5 min. to list as many issues/themes addressed in the story/movie Contact
Write on board - game style, sit down when you have no new ideas to share
Discuss essay directions
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12/15-20/16
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
CONTACT!
Homework:
no homework
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12/14/16 (Wednesday) A
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
Pre-Contact writing prompt: "Tomorrow, a signal from deep space is received and interpreted as a communication attempt and request for reply from an intelligent civilization 37 light years away, and is made public. What happens next?" Consider all facets of our civilization, politics, society, etc.
Begin watching Contact the movie!
Homework:
No homework
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12/13/16 (Tuesday) B *Substitute teacher
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
Netflix didn't work - study hall.
Homework
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12/12/16 (Monday) A
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
What is life? How would you know if something is alive.
Do you agree or disagree with defining life as "a self-sustained chemical system capable of undergoing Darwinian evolutions"? How closely does it mesh with the definition of life that you wrote down? Why is it important for scientists to identify a clear definition for life? What requirements do living organisms share? Would you expect these to be the same on other planets with different atmospheres? How might we recognize extraterrestrial life forms if they are not based in DNA? What might be the value of finding life on other planets?
Google: "the condition that distinguishes animals and plants from inorganic matter, including the capacity for growth, reproduction, functional activity, and continual change preceding death."
Google: "the existence of an individual human being or animal."
Poll - raise hands if you think life already exists on other planets or elsewhere in the universe, intelligent or otherwise.
What conditions would life on other planets require?
How might we detect life elsewhere in the galaxy, or even in other galaxies?
Is it important to determine whether we are alone in the galaxy or in the universe?
Complete reading of article in link above and answer the 5 reading comprehension questions.
12/9/16 (Friday) B
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
Discussion - Fermi Paradox
Homework:
Chapter 28 HW Due Sunday by midnight
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12/8/16 (Thursday) A
DQs:
Describe what SETI is
Explain and define all terms in the Drake Equation
Describe the main tenants of the Fermi Paradox and list possible solutions
Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:
Warm-up: Diagram the history of Earth continum activity
Label 4BYBP - Present & devide continuum into 4 quarters
Label Earth's Origin at the left-hand side of the continuum
Record various major events that have happened in Earth's history, and then place these events where you think they would fall on the continuum you have created
Review
Homework:
Chpt. 28 HW due Sunday 12/11/16 by midnight
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12/5/16 (Monday)
DQs:
Diagram the life cycles of low mass, high mass, and sun like stars
Plot stars on the HR Diagram in their correct locations
Diagram the life cycles of low mass, high mass, and sun like stars
Plot stars on the HR Diagram in their correct locations
Agenda:
HR Diagram Hang-man warm-up on board
Finish last 5 minutes of Stellar Evolution Documentary
Lecture Supplement Activities - stellar evolution
Homework:
No HW
12/1/16 (Thursday)
DQs:
Diagram the life cycles of low mass, high mass, and sun like stars
Plot stars on the HR Diagram in their correct locations
Agenda:
Class Read chpt. 28 opener - begin chapter 28 reading & HW
Homework:
Chapter 28 reading & HW due Sunday 12/11/16 by midnight
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11/30/16 (Wednesday)
DQs:
Diagram the life cycles of low mass, high mass, and sun like stars
Plot stars on the HR Diagram in their correct locations
Agenda:
Homework:
No HW
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11/29/16 (Tuesday)
DQs:
Diagram the life cycles of low mass, high mass, and sun like stars
Plot stars on the HR Diagram in their correct locations
Agenda:
Homework:
no HW
11/22/16 (Tues-Friday!!) *Last Day before Fall (Thanksgiving Break) - No Class, Pep Ralley
11/21/16 (Monday)
DQs:
Chpt. 3-6 Assessment
Agenda:
Chpt. 3-6 Assessment
Homework:
no homework (some students still have outstanding HW assignments from previously read chapters
11/18/16 (Friday!)
DQs:
Describe the H-R diagram and explain how we can use it to learn about stars
Describe various methods to determine the distances to stars
Compare various types of stars in terms of mass, luminosity, temperature, spectral class
Explain what proper motion is
Differentiate between luminosity, apparent and absolute magnitude
Agenda:
H-R Diagram Lecture Practice wrksht.
Review
Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:
Chpt. 17 HW due Friday by midnight
11/17/16 (Thursday)
DQs:
Describe the H-R diagram and explain how we can use it to learn about stars
Describe various methods to determine the distances to stars
Compare various types of stars in terms of mass, luminosity, temperature, spectral class
Explain what proper motion is
Differentiate between luminosity, apparent and absolute magnitude
Agenda:
Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:
Chpt. 17 HW due Friday by midnight
11/16/16 (Wednesday)
DQs:
Describe the H-R diagram and explain how we can use it to learn about stars
Describe various methods to determine the distances to stars
Compare various types of stars in terms of mass, luminosity, temperature, spectral class
Explain what proper motion is
Differentiate between luminosity, apparent and absolute magnitude
Agenda:
Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:
Chpt. 17 HW due Friday by midnight
11/15/16 (Tuesday)
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Finish documentary on the Sun - see Monday's agenda entry below
Begin reading chapter 17 and working on the chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:
Chpt. 17 HW due Friday by midnight
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=
11/14/16 (Monday)
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Concept focus warm-up
Sun documentary:
Homework:
no homework
11/11/16 (Friday!) *Veteran's Day
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Review energy production within the Sun
Neutrino video:
Homework:
no homework
11/10/16 (Thursday)
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Chapter 16 Study Area Resources: Animations and videos, interactive figures
Homework:
Complete chapter 16 HW online
11/9/16 (Wednesday) *Post election discussion
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Post election discussion/questions
Review of chapter 16 using clicker questions
Homework:
Complete chapter 16 HW online
11/8/16 (Tuesday) *Election Day - No school
11/7/16 (Monday)
DQs:
Summarize the overall properties and internal structure of the Sun
Describe the concept of luminosity, and explain how it is measured.
Explain how studies of the solar surface tell us about the Sun's interior
List and describe the outer layers of the Sun
Describe the nature and variability of the Sun's magnetic field
List the various types of solar activity, and explain their relation to solar magnetism
Outline the process by which energy is produced in the Sun's interior
Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:
Chapter 16 slide show
Solar System component project presentations
Homework:
Complete chapter 16 HW online
11/4/16(Friday!) DQs:
How do stars form, evolve and die?
Agenda:
Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
Homework:
Chapter 16 reading and homework due by midnight Monday
11/3/16(Thursday) DQs:
How do stars form, evolve and die?
Agenda:
Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
Homework:
Chapter 16 reading and homework due by midnight Monday
11/2/16 (Wednesday) DQs:
How do stars form, evolve and die?
Agenda:
Watch the following documentary either as a class or independently.
Homework:
Finish watching the video above
11/1/16 (Tuesday) Agenda:
Solar System Component Project Presentations
10/31/16 (Monday) Halloween! Agenda:
Solar System Component Project Presentations
10/24-28/16 (Monday-Friday) - Follow Friday's 10/21 plan until project is complete. Presentations begin Monday. Be prepared to add your scaled model to the class collection. 10/21/16 (Friday!) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Solar System Components Unit:
You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
Take notes on your topic as you complete the following steps.
Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
Find a documentary regarding your solar system component and watch it!
Gather information, photos, data, etc. on your topic into a power point presentation
include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
Include all missions (in-situ) to explore the component
include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
Include all known orbital/rotation data known
include ancient history of the component if applicable
include observational and discovery history (dates and by whom)
include future planned missions and questions yet unanswered or mysteries of the component
Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:
Read your selected chapter and complete the associated HW by midweek next week
10/20/16 (Thursday) - same plan as Wednesday 10/19 (see below) 10/19/16 (Wednesday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Temperature and Solar System formation worksheet
History of Astronomy presentations
Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
Solar System Components Unit:
You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
Take notes on your topic as you complete the following steps.
Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
Find a documentary regarding your solar system component and watch it!
Gather information, photos, data, etc. on your topic into a power point presentation
include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
Include all missions (in-situ) to explore the component
include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
Include all known orbital/rotation data known
include ancient history of the component if applicable
include observational and discovery history (dates and by whom)
include future planned missions and questions yet unanswered or mysteries of the component
Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:
Ch 06 HW on Mastering Astronomy course website due Wednesday by Midnight (extended)
10/18/16 (Tuesday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Temperature and Solar System formation worksheet
History of Astronomy presentations
Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
Solar System Components Unit:
You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
Take notes on your topic as you complete the following steps.
Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
Find a documentary regarding your solar system component and watch it!
Gather information, photos, data, etc. on your topic into a power point presentation
include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
Include all missions (in-situ) to explore the component
include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
Include all known orbital/rotation data known
include ancient history of the component if applicable
include observational and discovery history (dates and by whom)
include future planned missions and questions yet unanswered or mysteries of the component
Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:
Ch 06 HW on Mastering Astronomy course website due Wednesday by Midnight (extended)
10/17/16 (Monday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Finish Voyager Video
Review activity - Solar System formation
correctly sequence the solar system formation event from the choices below
Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
View Animation of solar system formation
Temperature and Solar System formation worksheet
Time to work on Chpt. 6 HW
Homework:
Chpt. 6 HW due by midnight Tuesday
10/14/16 (Friday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Project Presentations
Finish Voyager video
Class time to work on chapter 6 reading and homework
Homework:
Finish chapter 6 HW & reading by Tuesday (midnight)
10/13/16 (Thursday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Announcement about chapter 6 HW - due Tuesday 10/18
3 Project presentations
Homework:
Complete reading of chapter 6 and chapter 6 HW by Tuesday
10/12/16 (Wednesday) No school, Inservice Homework:
Continue reading chapter 6
10/11/16 (Tuesday) Substitute Teacher DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Class read 132-133 (chapter 6 opener)
Reading chapter 6 either independently or in small groups
Homework:
Continue reading chapter 6
10/10/16 (Monday) DQs:
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
History of Astronomy project presentations
Finish Telescopes Documentary
Homework:
no homework
10/7/16 (Friday!) DQs:
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
Diagram how early telescopes worked. What were the major drawbacks and limitations?
Continue telescopes documentary
Homework:
Have history of astronomy projects ready to present by Monday (presentations begin Monday)
10/6/16 (Thursday) DQs:
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Communicate briefly the history of telescopes
Agenda:
History of The Telescope Documentary
Homework:
no homework, but must be ready to present History of Astronomy Projects
10/5/16 (Wednesday) DQs:
Differentiate among various types of telescopes and observational techniques
Describe the most important properties of various telescopes
Mastering Astronomy Course website homework due dates: 9/27, 9/29, 10/3
9/22/16 (Thursday) DQ:
Outline the basic properties of electromagnetic radiation
Explain how EM radiation transfers energy and information through interstellar space
Explain what astronomers can learn by studying light
Agenda:
Light, radiation, Waves Inquiry exercise. Consider these three words, brainstorm with a partner what you know about these words/concepts and record this information on piece of paper. Share out with the class.
Chpt. 3 power point.
Homework:
Have you read chapter 2?
Have you completed the chapter 2 homework on the mastering astronomy course website?
9/21/16 (Wednesday) DQ:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
View 1/2 of the following History of Astronomy documentary:
Homework:
Continue/finish reading chapter 2 in Astronomy textbook
Visit the following websites and pick 2 or 3 topics of interest for research project. You will need to decide on one topic for your project.
Format: any format is acceptable (Tri-fold poster, original video, power point, etc.) but keep in mind you will have to present your project to the class in no more than 10-12min. In order to earn an A on the project, an artifact, other than pictures/video/audio must be included. This means creating something which supplements the information you gather regarding your topic. You may create a 3d model, scale model, schematic, diorama, artwork, comic strip, replica, scale replica, performance, video, etc. The possibilities are endless! Be creative!
Points: Project will be worth 100pts. based on presentation and content
Due date: Oct. 5th 2 weeks from today!
9/20/16 (Tuesday) DQ:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
Return and Review Tests & Celestial Sphere Activity
Time to work on HW
Homework:
Complete CH 02 HW due Tuesday! (log-in to Mastering Astronomy course website for assignment)
9/19/16 (Monday) DQ:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
Ancient Astronomy Documentary Content:
Homework:
Complete CH 02 HW due Tuesday! (see Mastering Astronomy course website for assignment)
9/16/16 (Friday!) DQ:
What are the origins of modern astronomy?
How did people of various ages understand the universe they observed?
What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:
Complete pre-lecture assignment on Mastering Astronomy course website
Expect AT LEAST 2 questions from each of the 6 sections in chapter 1
9/12/16 (Monday) DQ:
Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:
Ensure all students have course access
Announcements:
Quiz on Thursday! Chapter 1
Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
Class time to continue reading chapter 1 and answer 15 Discussion and Review questions in notebooks.
Homework:
Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due Tuesday 9/13.
9/9/16 (Friday!) DQ:
Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:
Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
Homework:
Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due MONDAY 9/12.
9/8/16 (Thursday) *Emergency Early Dismissal - day cancelled DQ:
Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:
Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
Homework:
Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due MONDAY 9/12.
9/7/16 (Wednesday) DQ:
Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:
Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
Begin the night sky lecture tutorial "position and motion"
Complete chapter 1 reading and review and discussion questions (in notebooks) by Friday!
9/6/16 (Tuesday) *4 Day week! DQ:
Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:
Assigned seats
Warm-up - The Meaning of a light-year in small collaborative groups
Review as a class
Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
Begin the night sky lecture tutorial "position and motion"
Homework:
Complete chapter 1 reading and review and discussion questions (in notebooks) by Friday!
9/2/16 (Friday!) Picture Day DQ:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:
Chapter 1 PPT up to 1-1 Angular Measure
Galactic Perspectives:
Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
What is so special about Astronomy? Read pgs. 2-5 in the Astronomy Today Textbook.
Read the objectives of chapter 1 on pg. 5 - can you make any educated guesses or surmises regarding the objectives now? Begin reading chapter one and try to meet the objectives. Each chapter is organized into subsections - you can start with what interests you the most. 10/19/16 (Wednesday) DQs:
Explain the importance of comparative planetology to solar system studies.
Describe the overall scale and structure of the solar system.
Summarize the basic differences between the terrestrial and the jovian planets.
Identify and describe the major nonplanetary components of the solar system.
Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
Explain how the terrestrial planets formed.
Contrast the leading theories for the formation of the jovian worlds.
Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:
Temperature and Solar System formation worksheet
History of Astronomy presentations
Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
Solar System Components Unit:
You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
Take notes on your topic as you complete the following steps.
Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
Find a documentary regarding your solar system component and watch it!
Gather information, photos, data, etc. on your topic into a power point presentation
include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
Include all missions (in-situ) to explore the component
include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
Include all known orbital/rotation data known
include ancient history of the component if applicable
include observational and discovery history (dates and by whom)
include future planned missions and questions yet unanswered or mysteries of the component
Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:
1/9/17 (Monday) A
DQs:
What is the atmosphere and meteorology/atmospheric science?
What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:
Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
Homework:
Complete above classwork by Wednesday
1/24/17 (Tuesday) B
DQs:
Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
Define and apply the use of altitude/azimuth, right ascension and declination.
Describe the motions of the EMS system
How are distance estimates made in astronomy?
Agenda:
End of chapter section summary questions as a class (see e-text pgs. 28-30)
Telescopes!
Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
Class read 132-133 (chapter 6 opener)
SS Formation Video:
Read pgs. 146-147 as a class and consider the evolution of SS exploration
5/18/17 (Monday)
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Fermi Paradox Videos (see below)
- Should we look for ETI? (see below)
Homework:5/18/17 (Thursday-Friday)
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Exam: the Sun, Stellar Properties, Stellar Evolution
- SETI Assignment #5
Homework:**=
5/12-17/17 (Friday!-Wednesday) B-A-B (Tuesday off)
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Extremophile Lesson
Homework:=
5/11/17 (Thursday) A
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:5/10/17 (Wednesday) B
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Please spend class-time today completing the SETI Introduction Assignment (see yesterday's agenda below), as well as beginning the chapter 28 reading.
- You may work in pairs or small groups to complete the SETI Intro. Assignment & to begin reading chapter 28
Homework:5/9/17 (Tuesday) A
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Class read intro chapter 28
- SETI Introduction Assignment - Complete all questions neatly on a sheet of paper and submit Thursday 5/11
- 1. What is life (how do you define life in your own words - don't look it up, just write what you think first)?
- 2. How would you know if something is alive (again, write what you think, not what Google provides).
- Watch this video:
- 3. Do you agree or disagree with defining life as "a self-sustained chemical system capable of undergoing Darwinian evolution.
- 4. How does the definition in question 3 compare with the definition of life that you wrote down originally in question 1?
- 5. Why do you think it is important for scientists to identify and agree on a clear definition for life?
- 6. What requirements do living organisms on Earth share?
- 7. Would you expect these to be the same on other planets with different atmospheres?
- 8. How might we recognize extraterrestrial life forms if they are not based on Carbon & DNA?
- 9. What might be the value of finding life on other planets?
- READ THIS ARTICLE
setiARTICLEquestions.PNG
Homework:=
=
5/8/17 (Monday) B
DQs:- Diagram the life cycles of low mass, high mass, and sun like stars
- Plot stars on the HR Diagram in their correct locations
Agenda:- Diagram Stellar Evolution activity
Star Evolution.pdf
- Details
- Download
- 4 MB
Homework:- Finish Stellar Evolution Assignment
==
4/25 - 5/5/17 (Tuesday- Friday)
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Complete practice assignments:
- The Parsec
- Parallax and Distance
- Luminosity, Temperature & Size
- H-R Diagram
- Star Formation and Lifetimes
- Helpful video content:
Homework:4/24/17 (Monday) B
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Complete & review apparent vs. absolute magnitude practice assignment
Homework:- no homework (unless you are not current)
==
4/21/17 (Friday!) A
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Finish Neutrino Documentary
- Chpt. 17 PPT
17_LectureOutline.pptx
- Details
- Download
- 4 MB
Homework:- HAVE YOU COMPLETED THE ONLINE HW & READING OF CHAPTERS 16 -17 YET??? MOST OF YOU HAVE NOT!
==
4/20/17 (Thursday) B
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Chpt. 16 & 17 clicker questions
- Finish Neutrino Documentary (see 4/19 agenda below)
- Chpt. 17 PPT? or Chpt. 17 practice assignments
Homework:=
4/19/17 (Wednesday) IE
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Chapter 16 PPT
16_LectureOutline.pptx
- Details
- Download
- 5 MB
Homework:=
4/18/17 (Tuesday) B
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- What do you know about the Sun?
- Chapter 16 PPT
16_LectureOutline.pptx
- Details
- Download
- 5 MB
Homework:=
4/17/17 (Monday) A
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Updates - where are we
- Time to finish up sunspot graph assignment
- Review sunspot graph assignment and solar structure worksheet
- observe photos of solar atmospheric layers during eclipses
- examine current solar cycle data and compare to predictions from sunspot cycle graph assignment
Homework:- Chapter 17 HW due Thursday!
==
4/10-13/17 (Monday-Thursday)
- *Mr. Wallace sails away - Mr. Cherrybon in Monday & Tuesday to introduce and teach Sun material
- notes on solar structure
- solar structure worksheet
- Discussion of sunspot cycle and Earth's climate
- Sunspot cycle graph assignment
==
4/7/17 (Friday) B
DQs:- Assessment
Agenda:- Chapters 3-6 Exam
Homework:=
4/5-6/17 (Wednesday-Thursday) I/E-A
DQs:- Review chapters 3-6
Agenda:- Betting review game chapters 3-6 clicker questions
- Kahoot review games
Homework:=
4/3-4/17 (Monday-Tuesday) B-A
DQs:- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Correctly sequence the solar system formation event from the choices below
- Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
- The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
- Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
- An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
- Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
- The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
- Voyager documentary - see 3/30/17 agenda below
Homework:3/31/17 (Friday) A
DQs:- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Finish SS inquiry diagrams & execute "gallery walk"
- Solar System formation video "Asteroid Benu" see video in previous agendas below
Homework:=
3/30/17 (Thursday) B
DQs:- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Class read chapter openers for chapters 7-14 (captions for chapter photo only) model dissection of text and picture along with chapter preview
- Preview planetary science chapters in Astronomy Today Textbook
- Model previewing techniques
- Examine chapter opening picture and read caption
- Thumb through chapter highlighting a few key photos/captions/tables/graphs
- Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
- Class read 132-133 (chapter 6 opener)
- SS Formation Video:
- Read pgs. 146-147 as a class and consider the evolution of SS exploration
- Voyager Documentary:
Homework:- Chapter 6 Reading and HW due Sunday 4/2 by midnight
==
3/29/17 (Wednesday) I/E
DQs:- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Inquiry Activity:
- Telescopes!
- Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
- Class read 132-133 (chapter 6 opener)
- SS Formation Video:
- Read pgs. 146-147 as a class and consider the evolution of SS exploration
- Voyager Documentary:
Homework:3/23-28/17 (Thursday-Tuesday) A
DQs:
Agenda:
Homework:
3/22/17 (Wednesday) IE
DQs:
Agenda:
- Into the unknown documentary & focus assignment:
- Take notes on at least three of the unique features of the James Webb telescope and the challenges these features are designed to overcome
Homework:3/21/17 (Tuesday) A
DQs:
Agenda:
- Finish reviewing classwork packet
- Telescopes - Introduction
- Inquiry - what do you know about telescopes? what is there purpose? how do they work?
- Read chpt. 5 intro pg. 99 as a class
Homework:3/17/17 (Friday) B
DQs:
Agenda:
- Complete the classwork packet with your partner (packet begins with starchart exercise and ends with EM Spectrum Exercise, gravity questions in the middle) - we will review on Monday
- Watch the following video:
Homework:3/16/17 (Thursday) A
DQs:
Agenda:
- Review Questions
- Time to work on chapter 4 Reading and HW
Homework:3/15/17 (Wednesday) SNOWDAY
3/14/17 (Tuesday) SNOWDAY
3/13/17 (Monday) B
DQs:
Agenda:
- Submit HOA projects
Homework:3/10/17 (Friday!) A
DQs:
Agenda:
- Practice packet:
- celestial sphere
- Newton's Law of Gravity
- Electromagnetic Spectrum
- Chpt. 4 inquiry
Homework:- History of Astronomy Project (3 parts) DUE MONDAY MARCH 13!
- Poster
- Writing Piece
- Artifact
- Chapt. 4 MAOC HW due Thursday 3/16
==
3/9/17 (Thursday) B
DQs:
Agenda:
- Practice packet:
- celestial sphere
- Newton's Law of Gravity
- Electromagnetic Spectrum
- Review photographs of diffraction patterns
Homework:3/8/17 (Wednesday) E
DQs:
Agenda:
- Test Young's Double Slit Experiment using created apparatuses
- 2 min. to set up, tune, and photograph your diffraction pattern
- e-mail photo(s) to dwallace@qcsd.org
Homework:
==
3/7/17 (Tuesday) B
DQs:
Agenda:
- Create a Young's Double Slit Experiment apparatus!
Homework:- History of Astronomy Project (3 parts) DUE FRIDAY MARCH 10TH!
- Poster
- Writing Piece
- Artifact
- Chapt. 3 MAOC HW due Tuesday by midnight!
==
3/6/17 (Monday) A
DQs:
Agenda:
- Properties of light demos
- laser light fun
- waves in a pool drawing inquiry
- photon bowling (Young's Double Slit Experiment Analogy
- Class read pg. 54(?) in textbook
- Creation of double slit diffraction pattern using "at home" materials
Homework:=
=
3/3/17 (Friday!) B
DQs:
Agenda:
- Properties of light demos
- radiometer
- sunlight through prism
- doppler effect demo with tuning fork
- Time to work on Chpt. 3 HW
Homework:3/2/17 (Thursday) A
DQs:
Agenda:
3/1/17 (Wednesday) E
DQs:
Agenda:
- SPVC:
- Textbook EM Spectrum Tutorial
- Textbook resources:
- Labeling
- Tutorials and Tutorials Quiz
- Interactive Figures
- Animations and Videos
- Narrated Figures
=2/28/17 (Tuesday) A
DQs:
Agenda:
=
2/27/17 (Monday) B
DQs:
Agenda:
Homework:
=
2/24/17 (Friday!) A
DQs:
Agenda:
- History of Astronomy PPT Quick View & profile other HOA resources
- http://wallacescience16-17.wikispaces.com/U2-History+of+Astronomy
- Time to work on chapter 2 online course HW
Homework:- Complete reading of chapter 2 and chapter 2 HW assignment by Midnight on Friday
- History of Astronomy Project due March 10th
==
2/23/17 (Thursday) B
DQs:
Agenda:
- Ancient Astronomy review and Haiku Poem warm-up!
- Time to work on chapter 2 online course HW
- History of Astronomy Project Handout
Homework:- Complete reading of chapter 2 and chapter 2 HW assignment by Midnight on Friday
- History of Astronomy Project due March 10th
History of Astronomy Profile Project.docx
- Details
- Download
- 17 KB
==
2/22/17 (Wednesday) E
DQs:
Agenda:
- Ancient Astronomy review and video content
Homework:2/21/17 (Tuesday) B
DQs:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:- History of Astronomy PPT
History of Astronomy Wallace Master.ppt
- Details
- Download
- 5 MB
Homework:=
2/17/17 (Friday!) A
DQs:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:2/16/17 (Thursday) B
DQs:
Agenda:
- Chapter 1 Exam
Homework:=
=
2/15/17 (Wednesday) E
DQs:
Agenda:
- Review using "Study Area" website resources:
- Either independently or collaboratively - complete the "Self-Guided Tutorials Quiz" & the "Practice Problems"
- Submit each for a grade and revise any mistakes!
*Navigate to the Pearson Mastering Astronomy Online Course Website - sign in, click the blue button labeled "Study Area" in the top right, use the links on the left to access the "Self-Guided Tutorials Quiz" & "Practice Problems"Homework:**
- Study for chapter 1 exam - especially lunar phases diagrams, Earth's orbit diagram, and other diagrams found throughout the chapter.
- You may wish to take a book home to help you study.
- Make sure light pollution mini-unit material is complete! (see agendas below for link to Celestial Sphere page)
==
2/14/17 (Tuesday) B
DQs:
Agenda:
Homework:
==
2/13/17 (Monday) A
DQs:
Agenda:
- Return celestial sphere position assignments
- Constellation Practice
- True/False from study area chapter 1
Homework:=
2/10/17 (Friday!) B FOLLOW PLANS FROM 2/9/17
2/9/17 (Thursday) A SNOW DAY!
DQs:
Agenda:
- Light-year concept and look-back time investigations
Homework:- Light Pollution mini unit part 1 (short introductory videos and 9 questions) & constellation flash cards due Thursday (or Friday if no school on thursday) Part 2 of light pollution mini unit due Monday
- see The Celestial Sphere Unit Page for 9 questions about light pollution & required constellations in table at bottom of page
==
2/8/17 (Wednesday) E
DQs:
Agenda:
- Quiz using star charts
- Light-year concept and look-back time investigations
Homework:=
2/7/17 (Tuesday) B
DQs:
Agenda:
- Quiz using star charts
- Review motion of the sky packets
- Light-year concept and investigation
Homework:=
2/6/17 (Monday) A
DQs:
Agenda:
- The Celestial Sphere Unit Page & Review HW Assignment
- Review Celestial Sphere model usage - setting dates & times
- Quiz using star charts
- Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
- Light-year concepts
Homework:- Light Pollution mini unit parts 1 and 2 & constellation flash cards due Thursday
==
2/3/17 (Friday!) B
DQs:
Agenda:
- Review Celestial Sphere model usage - setting dates & times
- Quiz using star charts
- Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
- The Celestial Sphere Unit Page
Homework:- Light Pollution Mini-unit Parts 1 & 2 - Due Wednesday 2/8/17
- Constellation Flashcards Due - Wednesday 2/8/17
==
2/2/17 (Thursday) A
DQs:
Agenda:
- Review Celestial Sphere concept
- Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
Homework:2/1/17 (Wednesday) E
DQs:
Agenda:
- Continue 1/30/17 agenda, see below.
Homework:- no homework
==
1/31/17 (Tuesday) A
DQs:
Agenda:
- Continue 1/30/17 agenda, see below.
Homework:=
1/30/17 (Monday) B
DQs:
Agenda:
- Review H-Twins Activity (exchange grade & then submit)
- Review Scientific Notation HW & wrap up discussion of "scale" with rationale for scientific notation
- Scale Calculations Activity wrksht.
- Next Topic: Celestial Sphere and Motions of the Sky
- Stellarium, UNL Celestial Sphere, 360 Degree View, Download Monthly Sky Charts
Homework:1/27/17 (Friday) A
DQs:
Agenda:
- Finish H-twins activity and review (exchange grade)
- Finish up discussion of scale & scientific notation - explain purpose and rationale behind scientific notation
- Next topic - celestial sphere
Homework:1/26/17 (Thursday) B
DQs:- Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
- Describe the motions of the EMS system
- How are distance estimates made in astronomy?
Agenda:- Review some HW issues (how to input answers online) quick review of Sci. Notation
- H-Twins online resource (scale of the cosmos) activity
- Sci. notation additional practice
Homework:1/25/17 (Wednesday) E
DQs:- Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
- Describe the motions of the EMS system
- How are distance estimates made in astronomy?
Agenda:- Scale of the Cosmos Inquiry Activity
- Finish videos from 1/24 (see below)
- Online resources exploration (see below)
- H-Twins activity (website link in 1/24 agenda see below)
Homework:1/24/17 (Tuesday) B
DQs:- Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
- Describe the motions of the EMS system
- How are distance estimates made in astronomy?
Agenda:- Why do we explore our universe? What are the deep underlying motivations or reasons why we continue to "do" astronomy?
- First Astronomical Concept: "Scale"
- Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
- Sky Survey by Nick Risinger
- 100,000 Stars Google Chrome Experiment
- http://htwins.net/scale2/ - Htwins.net Universe Scale Simulation!
Homework:1/23/17 (Monday) A
DQs:- Introduction to Class/Online Resources/Content
- Sign up for online Mastering Astronomy Course
Agenda:- Use today's class time to continue reading chapter 1 from the Astronomy textbook (lower cabinet next to tall cabinets on north side of room).
- Remember, by WEDNESDAY you need to have the MAOC Chapter 1 HW completed (and preferably have read chapter 1)
- You may listen to music quietly through headphones/earbuds if you wish, or team up and work with a partner collaboratively during the period
Homework:=
1/19/17 (Thursday) B
DQs:- Introduction to Class/Online Resources/Content
- Sign up for online Mastering Astronomy Course
Agenda:- Finish 2nd half of 1/18 agenda (see below)
Homework:=
1/18/17 (Wednesday) A
DQs:- Introduction to Class/Online Resources/Content
- Sign up for online Mastering Astronomy Course
Agenda:- Greetings & Seatings
- Ice Breaker Activity:
- On a scrap sheet of paper, respond to the following prompts:
- Why did you want to take this course? What are you most interested to learn about specifically?
- What specific content-related question would you like to ask right away.
- What are you most looking forward to this spring/summer?
- Exchange and share!
- Introduction to Wallace Wikispace - save as a favorite in your browser for quick access
- Sign up for Mastering Astronomy Course
- Course ID: MAWALLACE53073
- Password: SSNAST-FLANK-BORIC-LOUGH-GUSTO-VOTES
Homework:=
1/13/17 (Friday the 13th!) A
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:- Review directions for final topic project - DUE THURSDAY 1/19 100pts
- Class time devoted to final topic project work
Homework:- Final Topic Project due Thursday 1/19
==
1/12/17 (Thursday) B
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:- Review directions for final topic project - DUE THURSDAY 1/19 100pts
- Class time devoted to final topic project work
Homework:- Final Topic Project due Thursday 1/19
==
1/11/17 (Wednesday) A
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:- Today's weather map and weather map basics
- Review chapter 1 questions 1-25 and visual analysis activity - submit work for 40pts (20 bonus points available if critical thinking questions and visual analysis included)
- Time to work on chosen chapter topic
- You will need to read the chapter and answer the review questions, critical thinking questions and visual analysis found at the end of the chapter
- You will need to create a leaflet - a one page (folded 17x11'' so really 4 pages) document which summarizes the key understandings and diagrams from the chapter in your own words, provides examples that highlight key concepts and vocab, and looks attractive. Microsoft Publisher is a great program to use for this Leaflet Project. A leaflet is defined as a printed sheet of paper, sometimes folded, containing information or advertising and usually distributed free. Synonyms are: circular, handout, handbill, fact-sheet, bulletin. Do NOT create a brochure or tri-fold.
- Standards for Info. Leaflet:
- Key Concepts and Main Points from each section within the chosen chapter are highlighted - read summary of chapter several times to become familiar with the broad concepts the authors want you to know after reading the chapter. Make sure you have info that summarizes/highlights the key points from ALL SECTIONS.
- Images, Images, IMAGES! 15 images is the MINIMUM! Don't make them too big or you will run out of space without effectively representing all the important concepts from the chapter. If is okay to use images from the book (with reference).
- Text in YOUR OWN WORDS! Its okay to quote the textbook authors occasionally (with a reference), but most of the written information should be in your own words. Keep your text to no more than size 10 to maximize space.
- Organization! Include a title for your handout prominently displayed, and subtitles pertaining to the various sections within your chapter.
- One page! (17x11'' fold over style) You can create a double sided handout, but no multiple pages! (With the 17x11'' fold over style, known as a Tabloid style in Microsoft Publisher, you really get 4 pages to work with.)
- Color! Make your circular attractive and appealing. The people NEED to know about your topic, so create something that is eye catching and draws the reader in. We will use the school's color laser printers to print our work. Consider boarders.
Homework:=
=
1/10/17 (Tuesday) B
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:Homework:
- Complete above classwork by Wednesday
==
1/9/17 (Monday) A
DQs:
Agenda:- Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
Homework:- Complete above classwork by Wednesday
==
1/6/17 (Friday!) B
DQs:
Agenda:- Finish Atmospheric Intro Documentary
- Time in class to work on online course homework for chapter 1
Homework:
==
1/5/17 (Thursday) A
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:- Pressure demos
- Read pgs. 4-5 as a class
- Access online material
- Course Name: Wallace_Meteorology
- Course ID: wallace64645
- Finish atmosphere introductory documentary
Homework:=
1/4/17 (Wednesday) B
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:=
1/3/17 (Tuesday) A
DQs:
Agenda:Homework:
==
12/23/16 (Friday) B
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:Homework:
=
12/22/16 (Thursday) A
DQs:- What is the atmosphere and meteorology/atmospheric science?
- What questions do you have about the atmosphere or the science of the atmosphere?
Agenda:- 10 min. Understanding Weather and Climate textbook exploration activity
- Share out
Homework:12/21/16 (Wednesday) B
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:=
12/15-20/16
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- CONTACT!
Homework:=
12/14/16 (Wednesday) A
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Pre-Contact writing prompt: "Tomorrow, a signal from deep space is received and interpreted as a communication attempt and request for reply from an intelligent civilization 37 light years away, and is made public. What happens next?" Consider all facets of our civilization, politics, society, etc.
- Begin watching Contact the movie!
Homework:- No homework
==
12/13/16 (Tuesday) B *Substitute teacher
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Netflix didn't work - study hall.
Homework=
=
12/12/16 (Monday) A
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- What is life? How would you know if something is alive.
- Do you agree or disagree with defining life as "a self-sustained chemical system capable of undergoing Darwinian evolutions"? How closely does it mesh with the definition of life that you wrote down? Why is it important for scientists to identify a clear definition for life? What requirements do living organisms share? Would you expect these to be the same on other planets with different atmospheres? How might we recognize extraterrestrial life forms if they are not based in DNA? What might be the value of finding life on other planets?
- Google: "the condition that distinguishes animals and plants from inorganic matter, including the capacity for growth, reproduction, functional activity, and continual change preceding death."
- Google: "the existence of an individual human being or animal."
- Poll - raise hands if you think life already exists on other planets or elsewhere in the universe, intelligent or otherwise.
- What conditions would life on other planets require?
- How might we detect life elsewhere in the galaxy, or even in other galaxies?
- Is it important to determine whether we are alone in the galaxy or in the universe?
- READ THIS ARTICLE
Homework:12/9/16 (Friday) B
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Discussion - Fermi Paradox
Homework:- Chapter 28 HW Due Sunday by midnight
==
12/8/16 (Thursday) A
DQs:- Describe what SETI is
- Explain and define all terms in the Drake Equation
- Describe the main tenants of the Fermi Paradox and list possible solutions
- Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
Agenda:- Warm-up: Diagram the history of Earth continum activity
- Label 4BYBP - Present & devide continuum into 4 quarters
- Label Earth's Origin at the left-hand side of the continuum
- Record various major events that have happened in Earth's history, and then place these events where you think they would fall on the continuum you have created
- Review
Homework:=
12/5/16 (Monday)
DQs:- Diagram the life cycles of low mass, high mass, and sun like stars
- Plot stars on the HR Diagram in their correct locations
Agenda:- Diagram Stellar Evolution activity
Star Evolution.pdf
- Details
- Download
- 4 MB
Homework:12/2/16 (Friday!)
DQs:
Agenda:
- HR Diagram Hang-man warm-up on board
- Finish last 5 minutes of Stellar Evolution Documentary
- Lecture Supplement Activities - stellar evolution
Homework:12/1/16 (Thursday)
DQs:- Diagram the life cycles of low mass, high mass, and sun like stars
- Plot stars on the HR Diagram in their correct locations
Agenda:- Class Read chpt. 28 opener - begin chapter 28 reading & HW
Homework:- Chapter 28 reading & HW due Sunday 12/11/16 by midnight
==
11/30/16 (Wednesday)
DQs:Agenda:
Homework:
==
11/29/16 (Tuesday)
DQs:- Diagram the life cycles of low mass, high mass, and sun like stars
- Plot stars on the HR Diagram in their correct locations
Agenda:
Homework:11/22/16 (Tues-Friday!!) *Last Day before Fall (Thanksgiving Break) - No Class, Pep Ralley
11/21/16 (Monday)
DQs:- Chpt. 3-6 Assessment
Agenda:- Chpt. 3-6 Assessment
Homework:11/18/16 (Friday!)
DQs:- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- H-R Diagram Lecture Practice wrksht.
- Review
- Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:11/17/16 (Thursday)
DQs:- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
- Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:11/16/16 (Wednesday)
DQs:- Describe the H-R diagram and explain how we can use it to learn about stars
- Describe various methods to determine the distances to stars
- Compare various types of stars in terms of mass, luminosity, temperature, spectral class
- Explain what proper motion is
- Differentiate between luminosity, apparent and absolute magnitude
Agenda:- Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
- Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:11/15/16 (Tuesday)
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Finish documentary on the Sun - see Monday's agenda entry below
- Begin reading chapter 17 and working on the chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
Homework:- Chpt. 17 HW due Friday by midnight
==
11/14/16 (Monday)
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Concept focus warm-up
- Sun documentary:
Homework:11/11/16 (Friday!) *Veteran's Day
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Review energy production within the Sun
- Neutrino video:
Homework:11/10/16 (Thursday)
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Chapter 16 Study Area Resources: Animations and videos, interactive figures
Homework:11/9/16 (Wednesday) *Post election discussion
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Post election discussion/questions
- Review of chapter 16 using clicker questions
Homework:11/8/16 (Tuesday) *Election Day - No school
11/7/16 (Monday)
DQs:- Summarize the overall properties and internal structure of the Sun
- Describe the concept of luminosity, and explain how it is measured.
- Explain how studies of the solar surface tell us about the Sun's interior
- List and describe the outer layers of the Sun
- Describe the nature and variability of the Sun's magnetic field
- List the various types of solar activity, and explain their relation to solar magnetism
- Outline the process by which energy is produced in the Sun's interior
- Explain how observations of the Sun's core changed our understanding of fundamental physics
Agenda:- Chapter 16 slide show
- Solar System component project presentations
Homework:11/4/16 (Friday!)
DQs:
- How do stars form, evolve and die?
Agenda:- Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
Homework:11/3/16 (Thursday)
DQs:
- How do stars form, evolve and die?
Agenda:- Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
Homework:11/2/16 (Wednesday)
DQs:
- How do stars form, evolve and die?
Agenda:- Watch the following documentary either as a class or independently.
Homework:11/1/16 (Tuesday)
Agenda:
10/31/16 (Monday) Halloween!
Agenda:
10/24-28/16 (Monday-Friday) - Follow Friday's 10/21 plan until project is complete. Presentations begin Monday. Be prepared to add your scaled model to the class collection.
10/21/16 (Friday!)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Solar System Components Unit:
- You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
- Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
- Take notes on your topic as you complete the following steps.
- Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
- Find a documentary regarding your solar system component and watch it!
- Gather information, photos, data, etc. on your topic into a power point presentation
- include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
- Include all missions (in-situ) to explore the component
- include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
- Include all known orbital/rotation data known
- include ancient history of the component if applicable
- include observational and discovery history (dates and by whom)
- include future planned missions and questions yet unanswered or mysteries of the component
- Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
- scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
- secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:10/20/16 (Thursday) - same plan as Wednesday 10/19 (see below)
10/19/16 (Wednesday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Temperature and Solar System formation worksheet
- History of Astronomy presentations
- Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
- Solar System Components Unit:
- You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
- Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
- Take notes on your topic as you complete the following steps.
- Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
- Find a documentary regarding your solar system component and watch it!
- Gather information, photos, data, etc. on your topic into a power point presentation
- include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
- Include all missions (in-situ) to explore the component
- include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
- Include all known orbital/rotation data known
- include ancient history of the component if applicable
- include observational and discovery history (dates and by whom)
- include future planned missions and questions yet unanswered or mysteries of the component
- Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
- scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
- secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:10/18/16 (Tuesday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Temperature and Solar System formation worksheet
- History of Astronomy presentations
- Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
- Solar System Components Unit:
- You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
- Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
- Take notes on your topic as you complete the following steps.
- Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
- Find a documentary regarding your solar system component and watch it!
- Gather information, photos, data, etc. on your topic into a power point presentation
- include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
- Include all missions (in-situ) to explore the component
- include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
- Include all known orbital/rotation data known
- include ancient history of the component if applicable
- include observational and discovery history (dates and by whom)
- include future planned missions and questions yet unanswered or mysteries of the component
- Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
- scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
- secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:10/17/16 (Monday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Finish Voyager Video
- Review activity - Solar System formation
- correctly sequence the solar system formation event from the choices below
- Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
- The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
- Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
- An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
- Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
- The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
- View Animation of solar system formation
- Temperature and Solar System formation worksheet
- Time to work on Chpt. 6 HW
Homework:10/14/16 (Friday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Project Presentations
- Finish Voyager video
- Class time to work on chapter 6 reading and homework
Homework:10/13/16 (Thursday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Announcement about chapter 6 HW - due Tuesday 10/18
- 3 Project presentations
Homework:10/12/16 (Wednesday) No school, Inservice
Homework:
10/11/16 (Tuesday) Substitute Teacher
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Class read 132-133 (chapter 6 opener)
- Reading chapter 6 either independently or in small groups
Homework:10/10/16 (Monday)
DQs:
- Differentiate among various types of telescopes and observational techniques
- Describe the most important properties of various telescopes
- Communicate briefly the history of telescopes
Agenda:- History of Astronomy project presentations
- Finish Telescopes Documentary
Homework:10/7/16 (Friday!)
DQs:
- Differentiate among various types of telescopes and observational techniques
- Describe the most important properties of various telescopes
- Communicate briefly the history of telescopes
Agenda:- Diagram how early telescopes worked. What were the major drawbacks and limitations?
- Continue telescopes documentary
Homework:10/6/16 (Thursday)
DQs:
- Differentiate among various types of telescopes and observational techniques
- Describe the most important properties of various telescopes
- Communicate briefly the history of telescopes
Agenda:- History of The Telescope Documentary
Homework:10/5/16 (Wednesday)
DQs:
- Differentiate among various types of telescopes and observational techniques
- Describe the most important properties of various telescopes
- Communicate briefly the history of telescopes
Agenda:- Chapter 5 ppt
05_LectureOutline.pptx
- Details
- Download
- 6 MB
Homework:10/4/16 (Tuesday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Time to work on HW 05
Homework:10/3/16 (Monday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Review Chpt. 3-5 Lecture Tutorial Assignments
- Chpt. 4 ppt & self-guided tutorial as a class
- Time to work on HW 05
Homework:9/30/16 (Friday!)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Chpt. 3-5 Lecture Tutorial Assignments
Homework:9/29/16 (Thursday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Chpt. 3-5 Lecture Tutorial Assignments
Homework:9/28/16 (Wednesday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Chpt. 3-5 Lecture Tutorial Assignments
Homework:9/27/16 (Tuesday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Chpt. 3 Lecture Tutorial Assignments (EM Spectrum and Blackbody Curves)
- Time to work on Chapter 3 homework assignment (due tonight by midnight for full credit!)
Homework:9/26/16 (Monday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Textbook EM Spectrum Tutorial
- Chapt. 3 HW due tomorrow!
- EM Spectrum and Blackbody radiation curves assignments
Homework:9/23/16 (Friday!)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Doppler Effect Demo
- Diffraction grating exploration
- SPVC:
- Textbook EM Spectrum Tutorial
- Textbook resources:
- Labeling
- Tutorials and Tutorials Quiz
- Interactive Figures
- Animations and Videos
- Narrated Figures
Homework:9/22/16 (Thursday)
DQ:
- Outline the basic properties of electromagnetic radiation
- Explain how EM radiation transfers energy and information through interstellar space
- Explain what astronomers can learn by studying light
Agenda:- Light, radiation, Waves Inquiry exercise. Consider these three words, brainstorm with a partner what you know about these words/concepts and record this information on piece of paper. Share out with the class.
- Chpt. 3 power point.
Homework:9/21/16 (Wednesday)
DQ:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:- View 1/2 of the following History of Astronomy documentary:
Homework:9/20/16 (Tuesday)
DQ:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:- Return and Review Tests & Celestial Sphere Activity
- Time to work on HW
Homework:9/19/16 (Monday)
DQ:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:- Ancient Astronomy Documentary Content:
Homework:9/16/16 (Friday!)
DQ:
- What are the origins of modern astronomy?
- How did people of various ages understand the universe they observed?
- What were some of the great milestones regarding the development of our understanding of the universe?
Agenda:- Complete pre-lecture assignment on Mastering Astronomy course website
- Class read chapter 2 opener
- Project Idea & resources
- Video content :)
- UNESCO: Portal to the Heritage of Astronomy Full Case Studies
- List of all Full Case Studies
- Wikipeida: The History of Astronomy
Homework:9/15/16 (Thursday)
DQ:
- n/a
Agenda:- Chapter 1 Introduction to Astronomy Assessment
Homework:9/14/16 (Wednesday)
DQ:
- see chapter 1 objectives in textbook
Agenda:- Flash card practice
- Complete online course homework "Ch 01 HW" & "Chapter 1 Pre-lecture Assignment"
Homework:9/13/16 (Tuesday)
DQ:
- Describe the motions of the EMS system
- How are distance estimates made in astronomy?
Agenda:- Finish chapter 1 lecture PPT
01_LectureOutline.pptx
- Details
- Download
- 4 MB
- Labeling chapter 1 diagrams exercises as a class
- True/False Questions with a partner
- Check Review and Discussion Questions (should be completed in notebooks)
- Begin review of Chapter 1 Review and Discussion Questions
Homework:9/12/16 (Monday)
DQ:
- Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:- Ensure all students have course access
- Announcements:
- Quiz on Thursday! Chapter 1
- Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
- Class time to continue reading chapter 1 and answer 15 Discussion and Review questions in notebooks.
Homework:9/9/16 (Friday!)
DQ:
- Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:- Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
Homework:9/8/16 (Thursday) *Emergency Early Dismissal - day cancelled
DQ:
- Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
Agenda:- Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
Homework:9/7/16 (Wednesday)
DQ:
- Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:- Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
- Begin the night sky lecture tutorial "position and motion"
- Celestial Sphere Virtual-Diagram
Homework:9/6/16 (Tuesday) *4 Day week!
DQ:
- Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:- Assigned seats
- Warm-up - The Meaning of a light-year in small collaborative groups
- Review as a class
- Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
- Begin the night sky lecture tutorial "position and motion"
Homework:9/2/16 (Friday!) Picture Day
DQ:
- Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
Agenda:- Chapter 1 PPT up to 1-1 Angular Measure
- Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
- Sky Survey by Nick Risinger
- 100,000 Stars Google Chrome Experiment
- http://htwins.net/scale2/ - Htwins.net Universe Scale Simulation!
- Celestial Sphere Virtual-Diagram
- IAU Constellations
- Constellation Directory
Celestial Sphere Notes_Constellation Diagrams.pdf
- Details
- Download
- 8 MB
- Small group chapter 1 textbook reading assignment with end of chapter questions in notebook
- Online textbook access and student resources
Homework:Galactic Perspectives:
Classroom materials needed.
Astronomy Introduction - Who, What, Where, When, How, Why?
What is so special about Astronomy? Read pgs. 2-5 in the Astronomy Today Textbook.
Read the objectives of chapter 1 on pg. 5 - can you make any educated guesses or surmises regarding the objectives now? Begin reading chapter one and try to meet the objectives. Each chapter is organized into subsections - you can start with what interests you the most.
10/19/16 (Wednesday)
DQs:
- Explain the importance of comparative planetology to solar system studies.
- Describe the overall scale and structure of the solar system.
- Summarize the basic differences between the terrestrial and the jovian planets.
- Identify and describe the major nonplanetary components of the solar system.
- Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
- Explain how the terrestrial planets formed.
- Contrast the leading theories for the formation of the jovian worlds.
- Describe how comets and asteroids formed, and explain their role in determining planetary properties.
Agenda:- Temperature and Solar System formation worksheet
- History of Astronomy presentations
- Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
- Solar System Components Unit:
- You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
- Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).
- Take notes on your topic as you complete the following steps.
- Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
- Find a documentary regarding your solar system component and watch it!
- Gather information, photos, data, etc. on your topic into a power point presentation
- include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
- Include all missions (in-situ) to explore the component
- include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
- Include all known orbital/rotation data known
- include ancient history of the component if applicable
- include observational and discovery history (dates and by whom)
- include future planned missions and questions yet unanswered or mysteries of the component
- Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
- scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
- secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
Homework:1/9/17 (Monday) A
DQs:
Agenda:- Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
Homework:1/24/17 (Tuesday) B
DQs:- Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
- Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
- Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
- Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
- Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
- Define and apply the use of altitude/azimuth, right ascension and declination.
- Describe the motions of the EMS system
- How are distance estimates made in astronomy?
Agenda: